GRADE Pasay City North High Grade GRADE 10

School
10 School- Tramo Campus Level
DAILY Learning SCIENCE
Teacher Maria Cristina A. Pol
LESSON Area
PLAN Teaching Date Time Section Quarter FOURTH
6:10-7:05 10-Soliven
Dates and
7:05-8:00 10-Garnet
Time
8:00-8:55 10-Emerald
8:55-9:15 Break
9:15-10:10 10-Diamond
10:10- Vacant
11:05
11:05- 10-Pacquiao
12:00

I. OBJECTIVES
A. Content The structure of biomolecules, which are made up mostly of a limited number of
Standards elements, such as carbon, hydrogen, oxygen, and nitrogen.
The learners shall be able to:
B. Performance
Using any form of media, present chemical reactions involved in biological and
Standards
industrial processes affecting life and the environment
C. Learning
Competencies/ S10MT-IVe-g-23.3.4
Objectives Identify and describe the different types of chemical reactions
(Write the LC
code for each)
The learners should be able to:
Specific 1. identify and describe the different types of chemical reaction;
Objectives 2. classify the given chemical equations in each type of chemical reaction;
3. relate the types of chemical reaction in everyday lives

II. CONTENT  Types of Chemical Reaction

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Pages 411-414
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Sciencing.com/write-chemical-reaction
 Learning
Resources
IV. PROCEDURES
 The teacher will elicit an activity entitled “Class Brainstorm Web” wherein
the teacher will post a diagram within a cartolina with a chemical reaction
Elicit
written inside a circle.
A. Reviewing
previous lesson or
CHEMICAL
presenting new
REACTION
lesson

Engage The teacher will facilitate a game called “Charades” wherein a student will be called by
the teacher to stand in front of the class. The teacher will then give that student a word/s
B. Establishing a which will be acted out by him/her. The Paper cut into pieces
purpose for the
lesson.  The words that are going to enact by the students are combination, double,
single, decomposition, and burning (combustion).
C. Presenting
examples/
instances of the
new lesson.

Explore  The teacher will facilitate an activity called “Puzzles”. In this activity, the
teacher will give cut-outs to the students per group and they will form the
puzzle which will lead them to a picture that shows different types of
D. Discussing new chemical reaction.
concepts and
practicing new Group 1
skills #1

E. Discussing new
concepts and
practicing new
skills #2
\
Group 2

Group 3
 Group 4

Explain The first reaction is called Combination (Synthesis) Reaction. It is a reaction

when 2 or more reactants combine to form a single product. Its general formula is
E. Developing A+B AB.”
mastery (Leads
to formative “The second one is Decomposition Reaction wherein a single reactant breaks
Assessment 3) down into simpler ones. This is the reverse of combination reaction. Its general
formula is
AB A + B.”

“Third is the Single Displacement Reaction. This is when one element replaces
another element from a compound. The more active element takes the place of
the less active element in a compound. Its general formula is
A + BC AC + B.”

“The fourth one is Double Displacement Reaction. This is when the positive ions
(cations) and negative ions (anions) of different compounds switch places,
forming two entirely different compounds. The general formula for this reaction
is
AB + CD AD + CB.”
 Examples point to their activity on the puzzled pictures.

“Another reaction is Combustion or burning reaction. This is when oxygen

combines with a hydrocarbon (compound containing hydrogen and carbon) to
form water and carbon dioxide. Example of which is the burning of butane gas.”
C4H10 + O2 CO2 + H2O
“The last type of chemical reaction is Acid-Base Reaction which is a special type
of double displacement reaction that takes place when an acid and base react with
each other. The H+ of the acid reacts with the OH- of the base forming water.
The other product is salt. Example of which is:”
HCl + NaOH NaCl + H2O

Elaborate
F. Finding To elaborate the understanding of the students about the types of chemical
practical reaction, the teacher will let them classify the given chemical equations.
applications of
concepts and
skills in daily Table 9. Types of Chemical Reaction
living. Reaction Chemical Type of Chemical
Equation Reaction
1
G. Making 2
generalizations 3
and abstractions 4
about the lesson. 5

The students will write:

 On the chemical equation column
1. Fe + CuSO4 FeSO4 + Cu
2. Mg + O2 MgO2
3. H2O2 + MnO2 MnO + H2O + O2
4. CH3COOH + NaHCO3 CH3COONA + H2O + CO2
5. CuSO4 + NaOH Cu(OH)2 + Na2SO4
 On the type of chemical reaction column
1. Single Displacement Reaction
2. Combination Reaction
3. Decomposition Reaction
4. Double Displacement Reaction
5. Double Displacement Reaction
Evaluate Direction: Classify the following unbalanced chemical equations according to the
six types of chemical reactions.
H. Evaluating
learning. A. Combination
B. Decomposition
C. Single displacement
D. Double displacement
E. Combustion
F. Acid-base

1. NaOH + KNO3 NaNO3 + KOH

2. CH4 + O2 CO2 + 2H2O
3. Fe + NaBr FeBr3 + Na
4. CaSO4 + Mg(OH)2 Ca(OH)2 + MgSO4
5. NH4OH + HBr H2O + NH4Br
6. P4 + O2 P2O5
7. NaNO3 NaNO2 + O2
8. C18H18 + O2 CO2 + H2O
9. H2SO4 + NaOH NaSO4 + H2O
10. NiSO4 + Li3PO4 Ni3(PO4)2 + Li2SO4

 The students are expected to arrive with the following answers:

1. D
 2. E
3. C
4. D
5. F/D
6. A
7. B
8. E
9. D
10. D
I. Additional Assignment:
activities for
application or Advance study on Evidences of Chemical Reaction
remediation.

V. REMARKS

This part must be filled out by teacher at the end of the lesson or at the end of the
VI. REFLECTION day as a summation of progress and development not only of the learning process
of the learners but also the teaching process of the teacher.
A. No. of learners
who earned 80%
in the evaluation.

B. No. of learners
who require
additional
activities for
remediation.

Prepared and Submitted by: Checked by:

MARIA CRISTINA POL SARA JANE J. TRANSFIGURACION

STUDENT TEACHER CRITIC TEACHER

DATE:_____________________

Republic of the Philippines

Department of Education
Schools Division of Ilocos Norte
 North Zone

A Detailed Lesson Plan

Grade 10 Science
Matter

Topic: CHEMICAL REACTION

Sub-topic: TYPES OF CHEMICAL REACTION

Prepared by:

Ortega, Carl Andrie D.

Teacher I Applicant

A Detailed Lesson Plan in Grade 10 Science

Time Allotment: 30 minutes
I. Most Essential Learning Competency

At the end of the lesson, students are expected to:

1. apply the principles of conservation of mass to chemical reactions; and
2. Explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution, and corrosion.

II. Subject Matter

A. Topic: Chemical Reactions

B. Subtopic: Types of Chemical Reactions
C. CG Code: S10MT - IVe - g -23
D. References:
 Science 10 Learner’s Module 2015 Edition
 Science Links 10
E. Materials:
 Laptop
 Monitor
F. Science Process Skills:
 Classifying
 Explaining
 Performing
G. Strategies
 Collaborative approach
 Cooperative approach
 Multimedia approach

III. Teaching Strategies

Teacher’s Activity Learner’s Activity

1. Routinary Activity

Good morning class!

Good morning, Sir.
Before we start our class for today, kindly
arrange your chairs and make sure that your
places are well organized.

Let’s check the attendance. Who’s absent today?

Very good. It looks like you are all excited to None, Sir.
learn today.
2. Review

Last meeting, we discussed about chemical

equation and the different symbols used. Now
will you define what is a chemical equation,
Boying?
 Chemical equation is used to illustrate
reaction using symbols, formulas, and
quantities of reactants and products in a
chemical reaction. It also called as the
chemists’ short hand for describing the
Correct! You mentioned about reactants and
products, will you differentiate these two words, sequence of chemical reaction.
Charles?

Reactants are substances that starts a

chemical reaction (always written on the
left side of the equation) while product/s
are substances that are produced in the
Very good. There are some symbols that we use reaction (always written on the right side
in writing chemical equation and one of them is of the equation)
the arrow (). What is the use of the arrow,
Vince?

The arrow is place between the reactants

and products which is use to separate
That’s right. How about the plus (+) symbol, them from each other. The tip of an arrow
John? indicates the direction of the reaction and
represents the word “produce, yield, or
form”.
Very good! It seems that you really understood
our previous topic.
The plus symbol is used to separate two
3. Motivation reactants or two products. The plus sign is
used in place of the word “and”.
*Group the class into Four (4) groups.

Let’s play a game called “Choose Your Story”

I will show you a story/scenario through
PowerPoint slides, then choose your ending for
each scenario
1. Enrique and Liza come by
themselves to a dance. The two
showed interest for each other so
they end up
A. Fighting and ignoring each other
all night
B. Dancing with each other all night
What is the correct ending of this story, Group 1?

That’s right Group 1, very good. How about the

next scenario?
2. Enrique and Liza come together 1. Enrique and Liza come by
to a dance but get in a fight themselves to a dance. They showed interest
because Liza is staring lovely at for each other so they end up dancing with
Luis so they end up each other all night.
A. Leaving by themselves
B. Reconciling and dancing with
each other all night
What is the possible ending of this story, Group
2?

Very good Group 2. How about the next one?

3. Enrique and Liza come together
to a dance, but Enrique finds 2. Enrique and Liza come together to a
Jasmine to dance with then dance but get in a fight and leave by
A. Liza is left behind themselves
B. Liza enjoyed what happened
What is the correct ending of this story, Group 3?

Very good Group 3, now for the last scenario.

4. Enrique and Liza are date for the
prom night as well as Luis and 3. Enrique and Liza come together to a
Jasmine but Luis asked Liza to dance, but Enrique finds Jasmine to dance
dance with him with then Liza is left behind
A. Enrique did not allow Liza to
dance with him
B. They switch dates
What is the possible ending of this story, Group
4?

Very good Group 4, that is correct. 4. Enrique and Liza are date for the
prom night as well as Luis and Jasmine
4. Lesson Proper
but Luis asked Liza to dance with him,
These four scenarios are the “Love-life Hugot” of they switch dates.
what we are going to discuss today. You will
learn as we proceed to the PowerPoint
presentation the reason why these scenarios are
related to our topic today.
(The teacher will discuss the 4 basic types of
chemical reaction using PowerPoint presentation)
 5. Generalization

Now that we are through with the discussion of

the 4 basic types of chemical reaction, let’s
review on what we have discussed. I will flash
chemical equations and you will determine what
type of reaction it is.
 Fe + CuSO4  FeSO4 + Cu
 Mg + O2  MgO
 HgO  Hg + O2
 AgNO3 + HCl  AgCl + HNO3

Very good everyone. You really listened to our (The students will give the type of
discussion and understood our lesson today
reaction for each item.)
6. Evaluation
Bring out ¼ sheet of paper. Identify what are
being ask on each question.
 It is the type of reaction where two
reactants combine to form a single
product.
 What is the general formula for single
displacement reaction?
 What is the general formula for
(The students will bring out ¼ sheet of
double displacement reaction?
pap and will answer the questions)
 Give an example of combination
reaction.
 Give an example of double
displacement reaction.

7. Assignment
Give at least five examples of each type of
reactions. Write it in your notebook.
 A. Preliminaries
Greetings, Sitting Arrangement
B. Review
The teacher will refresh the students about the topic they previously discussed.
C. Motivation
The teacher will facilitate an activity called “Puzzles”. In this activity, the teacher will
give cut-outs to the students per group and they will form the puzzle which will lead
them to a picture that shows different types of chemical reaction.
D. Lesson Proper
Based from the first activity they will distinguish the different types of
chemical reaction.
 Combination reaction (Synthesis)
 Decomposition (Analysis)
 Single displacement (Substitution)
 Double displacement (Metathesis)

E. Application
The students will choose picture from the different types of chemical reaction
and explain it.

IV. Evaluation
The teacher will give the materials with questions to be answered

V. Assignment
Read some references to answer the following questions:
1. What is the Law of Conservation of Mass?
2. What are the steps in balancing equation?